Arguing that education, as being practiced today is generally fearful of spirituality, and that real education ought to cultivate inner lives in an integrated way; this paper put forwards a way for integrating spirituality to everyday life of schools in secular societies. It explores the meaning of spirituality, spiritual intelligence, and spiritual development pertinent to the educational practice and compares them with factors that were identified from resiliency research. It identifies factors that nurture both spirituality and resilience. This opens a way for teachers and other educational practitioners for integrating experiences that will lead to strengthen inner life of children, with an obvious secular goal of making children succeed despite their adversities. The qualities and values advocated by literature on spiritual and value education go with those of students demonstrating resilience. It is suggested that schools in secular societies can strive to foster academic resilience and thereby develop spirit of younger generation, without having to be under the scanner of threat to the ethos secular polity. (Contains 2 tables.)